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After the curriculum reforms from 2021 to 2023, public universities in Thailand have been adapting to integrate ICT and digital literacy into their teaching. This research explores the changes experienced by ICT teachers when integrating digital literacy with student teachers in English teacher education programs after the pandemic. During COVID-19, online learning was mandatory, necessitating significant adjustments. This study also investigates the challenges associated with these changes. The participants were six teachers from six public universities with firsthand experience with the revised curriculum from 2021 to 2023. Semi-structured interviews were used as the research instrument. The interview data were grouped into themes according to the degree of change and challenges encountered by the teachers. The findings showed four levels of changes due to the curriculum reforms: changing course names, descriptions, topics, and assessments. Along with these changes, the teachers faced several challenges: selecting appropriate ICT resources, insufficient digital literacy knowledge, the need for pedagogical adjustments, insufficient training and support, infrastructure limitations, and time constraints. The study suggests that universities should offer ongoing professional development to help teachers keep up with the changing digital literacy landscape. Additionally, institutional infrastructure and support need improvement. Teacher education programs should incorporate comprehensive training on using ICT in teaching, emphasizing practical applications. Future research should study the effectiveness of professional development models in enhancing teachers' ICT skills and their ability to integrate technology into their teaching. It should also identify the impact of collaborative teaching approaches on ICT integration in teacher education programs.

This study investigates the reasons behind pre-service and in-service teachers' decisions to use digital literacy tools in their teaching following the COVID-19 pandemic. The objective is to understand the factors influencing their choices and to identify areas where support and training are needed. Semi-structured interviews were conducted with eight teachers from a university demonstration school in Thailand, evenly divided between pre-service and in-service teachers. The Technology Acceptance Model (TAM) framework guided the creation and adaptation of the interview questions. The findings indicate that pre-service teachers prefer digital tools that are easy to use, accessible, and affordable, with features such as templates, multimedia, and engaging functionalities. In contrast, in-service teachers prioritize familiar tools that save time and enhance the quality of teaching materials. Both groups value tools that facilitate collaboration and ensure privacy. The study highlights the significant generational differences in technology adoption, with younger teachers showing a greater inclination towards exploring a variety of digital tools, while more experienced teachers tending to stick with familiar technologies due to time constraints and comfort levels. These insights underscore the necessity for ongoing, tailored professional development programs that address the specific needs of both pre-service and in-service teachers. Such programs should focus on enhancing digital literacy, providing practical examples of new tools' benefits, and fostering a supportive community for technology integration. By understanding these differences, educational institutions can better support teachers in integrating digital literacy tools effectively, thereby improving teaching practices and professional development opportunities. The implications of this study suggest that a one-size-fits-all approach to technology training may not be effective, and differentiated support is essential to cater to the diverse needs of educators.